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We require the most rigorous qualifications from Trigonometry tutors, in addition to a background check.

Tutors deliver personally tailored Trigonometry lessons in a one-on-one setting.

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Trigonometry Tutoring in Washington DC

Customized private in-home and online tutoring

Experience Trigonometry tutoring by highly credentialed tutors in Washington DC. Top tutors will help you learn Trigonometry through one-on-one tutoring in the comfort of your home, online, or any other location of your choice.

Selected Washington DC Trigonometry Tutors

These Trigonometry tutors are exceedingly qualified to help you reach your goals. They come from such prestigious universities as MIT, Stanford, UChicago, Yale, Harvard, UPenn, Notre Dame, Amherst, UC Berkeley, Northwestern, Rice, Columbia, WashU, Emory, Brown, Johns Hopkins, Vanderbilt, UNC, Michigan, UCLA, and many other top programs.

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Undergraduate Degree:
University Of Maryland - Neurophysiology

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Undergraduate Degree:
University Of Pennsylvania - Physics

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Undergraduate Degree:
Clemson University - Economics

How your tutor helps you master: Trigonometry


You will have learning objectives mapped out by our educational director based on your specific academic needs.


Your instructor will identify your current Trigonometry skill level, as well as specific weaknesses to be addressed.


Your tutor's individualized lesson plans will assist you in realizing your educational goals.

Recent Tutoring Session Reviews

We poured through the student's review sheet for his upcoming test. The topics included overall average rates, circle equations, sinusoidal phase-shifts, linear variation, polar/rectangular coordinates, logarithmic equations, and more. We went through each topic step-by-step, and I wrote down all of the key aspects on a sheet of paper for him. We will review again in the next session and make sure that he memorizes all of the relevant equations. We will also ensure that little details are being completed.

The student and I got a lot done. We went over the sum of cofunctions in trig. Then I helped him write part of a first draft of his history paper. We also reviewed Act V of Macbeth and did some Forensics homework.

She is continuing her work on parabolas and we spent the time going over her homework which encompassed the different types of problems (graphing, solving, etc.) which might be tested on an exam about parabolas. Overall, she has a good grasp of how to use the equations.

The student informed me that she was having trouble with sine and cosine graphs. I was able to help her with graphing sine and cosine graphs with amplitude, frequency, and phase shifts. We also went over how to create an equation when given a graph. She and I also went over inverse functions of sine and cosine. As we went through more practice, she became more comfortable with graphing and determining a sine and cosine graph. She was not afraid to ask questions when she did not understand something. She and I also went over some test questions that she got wrong on her last test. We were able to work through them together.

The student wanted to use this session to study for his trigonometry exam. We reviewed graphing, particularly translation in the y and phase shift. He was challenged with the idea of the phase shift, so I showed him how to put the equation into a standard form. We also reviewed sum and difference identities as well as half angle identities.

The student's trigonometry test is tomorrow- therefore he spent this session completing his homework packet & reviewing for the test. He has a very clear understanding of how the problems are to be solved & where to use each equation. I think he will do very well on the test.

We worked on a review of solving systems of equations using substitution and addition methods. It takes the student a while to do some of the problems, but he usually gets the right answer without my help. We also started on graphing inequalities, which he remembers doing in another class, so it was easy for him to do.

The student has an exam approaching and we reviewed the graphs of sine and cosine. Specifically, how these graphs are modified in terms of amplitude, period, phase offset, and vertical offset. I have not seen any graded material yet. The student has the knowledge, but tries too hard to work the problem in his head instead of writing it down and showing work. With various factors to consider in a problem, retaining everything becomes an issue. I challenged the student with quick mental math strategies, but also encouraged him to work out the problem on paper, step by step. The student has worksheets to look over and practice additional problems.

This was a short session in which we started review for the test. It consisted of starting from the beginning of his notes. The student remembered most of the material but for the few topics he was having trouble with I gave him extra review problems so he got a better grasp of the concepts. I also started making a review sheet that would help him remember some of the topics. Overall it was a great session and he seemed very excited to start early studying for the test.

Today the student and I worked on trigonometric identities through the use of the unit circle. We also worked on quite a few problems from his textbook. Once we started working on a few he seemed to be getting the hang of it.

The student had just taken a test. He said he was fine with the test material, but could use some help with unit circle trigonometry. What he asked was EXACTLY what I was hoping, so I was able to show him easy ways to convert radians to degrees, and how I memorize the 30,60,45 trig values. He seems very bright and has a great attitude. He didn't need much help, but a few things I shared seemed to click. :)

We worked through several practice problems on complex numbers: converting between standard and trigonometric representations of complex numbers and performing multiplication, division, and scalar exponentiation on the trigonometric representations of complex numbers.

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